Head of School
Phone: 09 921 9999 ext 8649
WE521 – WE Building, Level 5, 21 St Paul Street, Auckland
School of Art and Design
Faculty of Design and Creative Technologies
Private Bag 92006
- MFA (Industrial Design). University of Illinois at Urbana Champaign
Memberships and Affiliations:
PDINZ, Design Institute of New Zealand, www.dinz.org.nz
Andrew has a MFA in Industrial Design from the University of Illinois at Urbana/Champaign, USA and has worked in both the United States and New Zealand as an industrial/ product designer. He is currently Head of Department, Product Design here at AUT. Prior to coming to AUT, Andrew was the Programme Director of the Bachelor of Product Design at Unitec, New Zealand.
Andrew has received a number of professional and teaching awards and his students have been recognised many times in national and international competitions. Andrews’s research interests include sustainable product design, design teaching pedagogy and problem based learning. Andrew is currently undertaking a PhD examining and comparing attitudes, expectations and understandings of sustainability and sustainable design from the perspective of students, lecturers and professional designers/design managers. In addition he has recently received a grant to develop online learning tools and resources to support independent student learning. The work from this grant will be incorporated in the product design programme in the second half of 2010.
Andrew has a PHD from Auckland University of Technology and an MFA in Industrial Design from the University of Illinois at Urbana/Champaign, USA. In addition to the current Interim Head of School, Art and Design role, he is also Co-Director, AUT 3D Printing Lab. His previous roles have included Deputy Head of School, Head of Learning and Teaching, and HOD Industrial Design at AUT. Andrew has also worked in both the United States and New Zealand as an industrial/ product designer. Andrew has received a number of professional and teaching awards and his students have been recognized many times in national and international competitions.
- Design Education
- Curricula Design
- Design Thinking
- Digital Fabrication
- Industrial Design
His primary research interest focuses on the intersection of design, design thinking and university-level education. He utilizes a range of research approaches and methodologies to design and evaluate learning environments and curricula, to improve the learning experiences and learning outcomes of university-level design students, and to contribute to the broad body of knowledge of practitioner-led, educational research. His research approach is generally underpinned by a critical realist (CR) paradigm perspective that seeks to identify and understand complex causal relationships in the learning of design.
- Withell, A., & Haigh, N. (2017). Enhancing curricula and learning environments using critical realist perspectives and approaches: a case study and critique. Curriculum Journal, 1-19.
- Withell, A., Haigh, N. (2017). Critical realism and the research-led design and evaluation of effective learning environments. In L. Gómez Chova, & A. López Martínez (Eds.), ICERI2017 Proceedings (pp. 3282-3289). Seville, Spain: IATED. Retrieved from
- Withell, A., & Naigh, N. (2017). Design thinking education: Findings from the research-led, design, evaluation, and enhancement of a university-level course. In L. Gómez Chova, A. López Martínez, & I. Candel Torre (Eds.), IECRI 2017 Proceedings (pp. 3290-3298). Seville Spain: IATED Academy.
- Withell, A. (2016). Conceptualising, evaluating and enhancing a design thinking curriculum using a critical realist perspective. (Doctoral Thesis, Auckland University of Technology, Auckland).
- Withell, A. (2015). Conceptualising learning, learning environments and curriculum from a critical realist perspective. In L. Gómez Chova, & A. López Martínez (Eds.), ICERI2015 Proceedings (pp. 4012-4020). Seville, Spain: IATED. Retrieved from
- Withell, A. (2015). A critical realist approach to the design and evaluation of a design thinking curriculum. In L. Gómez Chova, & A. López Martínez (Eds.), ICERI2015 Proceedings (pp. 3213). Seville, Spain: IATED.
- Withell, A. J., & Haigh, N. (2014). Optimising design thinking expertise development. In T. Jachna T, E. McLafferty, & S. Tzvetanova Yung (Eds.), DesignEd Asia Conference: Action!-Doing Design Education. Hong Kong.
- Withell, A., Haigh, N. (2013). Developing Design Thinking Expertise in Higher Education. Design Research Society/CUMULUS, 2nd International Conference for Design Education Researchers, 2013, Olso, Norway.
- Withell, A., Cochrane, T., Reay, S., Gaziulusoy, I., & Inder, S. (2012). Augmenting the Design Thinking Studio. Ascilite 2012: Future Challenges, Sustainable Futures. Wellington, New Zealand. ISBN: 978-0-473-22989-4
- Withell, A. J. (2012). Exhibition system for New Zealand Best Awards [Plywood, Pine, ABS Extrusion and Wire]. Viaduct Events Centre: Designers Institute of New Zealand. Retrieved from http://dinz.org.nz/
- Withell, A., & Reay, S. (2012). From product design to design thinking: The establishment of a new product/industrial design programme in New Zealand. Australian Journal of Industrial Design, 1(1), 27-37. ISSN 2200-6834
- Withell, A., & Reay, S., (2011). Engaging Postgraduate students with business through design thinking experiential workshops. Design Ed Asia Conference, Hong Kong, November 31 - December 1, 2012. ISBN 978-988-18341-9-5
- Withell, A., Reay, S., & Diegel, O., (2011). Rapid Prototyping in Education: A Case Study of RPaD, 12th Conference on Rapid Design, Prototyping & Manufacturing, Lancaster University, United Kingdom, June 2011.
- Withell, A., Reay, S., Grupp, I., Singamneni, S., Diegel, & O., de Beer, D., (2011), Ceramic structures with controlled porosity through low-cost 3D printing, 16th European Forum on Rapid Prototyping, Paris, France, June 2011.
- Withell, A. (2011). Integrating ‘rapid prototype as design’: A case study in product design education. NZ Rapid Product Development Conference, 2011. AUT University, February 7 and 8, 2011. ISBN 978-187731-99-4